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Reflective Essay on LEARNING AND TEACHING | Kerwin …

A simplified strategy for teaching learners with disabilities is question and answer technique. Through this technique, a learner with disability can ask for clarifications. A teacher can pose a question to learners with disability and ask them to explain what they understand by the question. The objective of this technique is to improve comprehension, retention, and retrieval of information for learners with disabilities. To achieve an even higher comprehension, a teacher can reduce course load for learners with disabilities. The teacher can also identify the key points in an outline so that learners with disabilities can get the right cue for information retrieval.

Compare ways to inspire students to learn without a teacher. if interested in more elaboration.

Community engagement pedagogies, often called “service learning,” are ones that combine learning goals and community service in ways that can enhance both student growth and the common good. In the words of the , it is “a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.” Or, to quote Vanderbilt University’s Janet S. Eyler (winner of the 2003 Thomas Ehrlich Faculty Award for Service Learning) and Dwight E. Giles, Jr., it is

Collected Essays on Learning and Teaching - Vol. 1

Some mobile phones can catch something on video. if you have some video of some good teaching and learning.

The question of how to educate our youth has been a tradition in philosophy since the time of the ancients and now has become highly debated issue in contemporary society. While answers to this problem take on many different forms, there is a way to interpret much of the canon as arguing for an education that strives to pass down the ability to learn on one's own. 'How educators are supposed to support such an aim,' is the primary question of this work. To thoroughly answer this question, many aspects of education must be considered: classroom behavior, curriculum, theories of learning, teaching, and evaluation. These problems are addressed in the spirit of a constructivist view on education and are supported foundationally by philosophical arguments - primarily Wilfrid Sellars's views regarding the process of becoming a language user. Accepting Sellars's model of language acquisition and a modern view on the nature of knowledge, an immersive approach to 'learning how to learn' is taken. Designing a curriculum that emulates a structure of knowledge, slow and thorough inculcation of creative and critical thinking skills, and taking seriously the notion of teaching as a practice are all central themes to the proposed system. Elaborating on how to bring these pieces together into one view on education is the fundamental thread of the work, though, secondarily, there is discussion of harmful practices that are current in education. To actualize a system that truly aims at learning, it will be argued that grades and standardized tests are methods of evaluating that must be disabused. The argument for this is that their affectation on the attitudes of students and teachers has an undermining effect on the educational ideology that is central to this thesis. Bringing all of these parts together, the hope is to not only build an educational ideal with a system that inculcates students with the ability to properly learn, but also provide for an institution that supports human flourishing.

Teaching learners with disabilities is a daunting task for educators. Teachers must begin with understanding the different types of disabilities. Some children have trouble in reading properly (dyslexia), other children have trouble in math reasoning (dyscalculia), while others are unable to identify and use correct language structure (dysgraphia). Other learning disabilities include inability to see and hear. All these disabilities present learners with difficulties in reading, calculating, speech, and interpersonal skills. Learners with learning disabilities have problem in organizing time and are thus unable to finish their work at the same rate with learners with no learning disabilities. If the teacher is fast, learners with disability will absorb and retain very little information. Their comprehension and retrieval of information is low and teachers have to devise and employ appropriate strategies.

Essays on Teaching and Learning - …

The question of how to educate our youth has been a tradition in philosophy since the time of the ancients and now has become highly debated issue in contemporary society. While answers to this problem take on many different forms, there is a way to interpret much of the canon as arguing for an education that strives to pass down the ability to learn on one's own. 'How educators are supposed to support such an aim,' is the primary question of this work. To thoroughly answer this question, many aspects of education must be considered: classroom behavior, curriculum, theories of learning, teaching, and evaluation. These problems are addressed in the spirit of a constructivist view on education and are supported foundationally by philosophical arguments - primarily Wilfrid Sellars's views regarding the process of becoming a language user. Accepting Sellars's model of language acquisition and a modern view on the nature of knowledge, an immersive approach to 'learning how to learn' is taken. Designing a curriculum that emulates a structure of knowledge, slow and thorough inculcation of creative and critical thinking skills, and taking seriously the notion of teaching as a practice are all central themes to the proposed system. Elaborating on how to bring these pieces together into one view on education is the fundamental thread of the work, though, secondarily, there is discussion of harmful practices that are current in education. To actualize a system that truly aims at learning, it will be argued that grades and standardized tests are methods of evaluating that must be disabused. The argument for this is that their affectation on the attitudes of students and teachers has an undermining effect on the educational ideology that is central to this thesis. Bringing all of these parts together, the hope is to not only build an educational ideal with a system that inculcates students with the ability to properly learn, but also provide for an institution that supports human flourishing.

In conclusion, a teacher should suit his or her instructional strategies and content to needs of a particular learner. A learner with mathematic reasoning learning disabilities requires a different strategy from one with reading disability. Proponents of integrated classroom argue that teachers should not separate learners with learning disabilities from their counterparts with no disability. It is therefore upon the teacher to strike the right balance and ensure that each learner leaves the class with the desired learning outcome.

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The wisdom of practice: essays on teaching, learning, …

Constructivist learning theory emphasizes that individuals learn through building their own knowledge, connecting new ideas and experiences to existing knowledge and experiences to form new or enhanced understanding (Bransford et al., 1999). The theory, developed by Piaget and others, posits that learners can either assimilate new information into an existing framework, or can modify that framework to accommodate new information that contradicts prior understanding. Approaches that promote active learning often explicitly ask students to make connections between new information and their current mental models, extending their understanding. In other cases, teachers may design learning activities that allow students to confront misconceptions, helping students reconstruct their mental models based on more accurate understanding. In either case, approaches that promote active learning promote the kind of cognitive work identified as necessary for learning by constructivist learning theory.

Quality Teaching And Quality Learning - Essay by …

This definition is broad, and Bonwell and Eison explicitly recognize that a range of activities can fall within it. They suggest a spectrum of activities to promote active learning, ranging from very simple (e.g., pausing lecture to allow students to clarify and organize their ideas by discussing with neighbors) to more complex (e.g., using case studies as a focal point for decision-making). In their book Scientific Teaching, Handelsman, Miller and Pfund also note that the line between active learning and formative assessment is blurry and hard to define; after all, teaching that promotes students’ active learning asks students to do or produce something, which then can serve to help assess understanding (2007).

Rethinking the Classroom – Research – Herman Miller

Although these results suggest that blended learning environments can provide a learning advantage when compared to purely face-to-face instruction, the researchers emphasized the findings “do not demonstrate that online learning is superior as a medium…It was the combination of elements in the treatment conditions (which was likely to have included additional learning time and materials as well as additional opportunities for collaboration) that produced the observed learning advantages” (p. xviii, original emphasis). In other words, it’s important for the instructor to create an interactive, supportive, and collaborative learning environment for students to reap the potential benefits afforded by online learning. Specific tips for facilitating an effective blended or online class can be found in the of this teaching guide.

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